Influence of monitoring and Evaluation of Time Allocation on Implementation of Infrastructure Projects in Public Secondary Schools in Kakamega County, Kenya

George King Nabibya, Herbert Dimo & Joshua Ketter
School of Education, University of Eldoret, Kenya
Email: geonaki@yahoo.com

Abstract: The purpose of the study was to assess how monitoring and evaluation of time allocation affects the implementation of infrastructure projects in public secondary schools. A descriptive research design was adopted targeting a population of 1249 respondents comprising 412 principals, 412 Board of Management chairpersons, 412 Parents Association chairpersons, and 13 Sub County Education officers. A sample size of 316 respondents was selected using stratified and purposive sampling techniques. Data was collected using questionnaires and interview schedules. Validity of research instruments was ensured through expert judgment by supervisors and lecturers, while reliability was tested using Cronbach’s Alpha coefficient of 0.7.Data was analyzed using descriptive statistics including frequencies, percentages, means, and standard deviation, and inferential statistics including linear and multiple regression analysis. Qualitative data was analyzed using content analysis. Ethical considerations such as informed consent, confidentiality, and voluntary participation were observed throughout the study. Findings revealed that time allocation had a positive and significant influence on implementation of infrastructure projects (R = 0.522, R² = 0.272, β = 0.497, p < 0.05), indicating that time allocation accounted for 27.2% of the variation in project implementation. The study concluded that effective monitoring and evaluation of time allocation enhances successful implementation of infrastructure projects in schools. The study recommended that there is a need to strengthen M&E systems, improve stakeholder coordination, and enhance capacity building for project implementers to ensure timely completion of school infrastructure projects.